SIMILAR TRIANGLES COOPERATIVE LEARNING JIGSAW MODEL LESSON PLAN

Lesson Plan: Proof Jigsaw Lesson Estimated Time of Lesson Plan: Three 48 Minute Class Periods Organization of Student Learning: Expert Groups and Learning Groups Learning Objectives and Assessment: Objective 1: The student will use G.SRT.4 Prove theorems about what they have learned about triangles. Theorems include: a line parallel lines, proportions, and parallel to one side of a triangle similar triangle to form a divides the other two complete proof of a proportional proportionally, and conversely; division of a triangle. the Pythagorean Theorem proved I can prove a line parallel to one using triangle similarity. side of a triangle divides the other two proportionally. Objective 2: The student will use G.SRT.4 Prove theorems about what they have learned about triangles. Theorems include: a line proportions and similar triangles parallel to one side of a triangle to form a complete proof of a divides the other two parallel line in a triangle. proportionally, and conversely; I can prove if a line divides two the Pythagorean Theorem proved sides of a triangle proportionally; using triangle similarity. then it is parallel to the third side. Objective 3: The student will use what they have learned about similar triangles and area of other figures to prove the Pythagorean Theorem. I can prove the Pythagorean Theorem using triangle similarity.
G.SRT.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

Date: January 15, 2014 Grade/Subject: Geometry/ 9th-12th grades

Assessment:
Formative: Expert group proofs will be checked for accuracy while they are in their groups and will be turned in after the group is completed for a grade before moving to learning groups. Summative: Final products from the closure activity will be turned in and graded for accuracy.

Assessment:
Formative: Expert group proofs will be checked for accuracy while they are in their groups and will be turned in after the group is completed for a grade before moving to learning groups. Summative: Final products from the closure activity will be turned in and graded for accuracy.

Assessment:
Formative: Expert group proofs will be checked for accuracy while they are in their groups and will be turned in after the group is completed for a grade before moving to learning groups. Summative: Final products from the closure activity will be turned in and graded for accuracy.

Leading Questions: What components must be included in a proof? What is a proportion? How could properties of similar triangles be used in the proof? How could properties of parallel lines be used in this proof? How could algebra be used in this proof? Could you prove this proof another way? Materials and Resources: Textbook, review proof problems, laptops or iPods, posters, groupings

Lipscomb College of Education, Fall 2013

Technology Use: Students will use the Internet as a resource to proof their assigned proof. Edmodo will be used for students to post summaries of two proofs. Finally, some students will use an online presentation tool or Microsoft Office to make a product proving all three proofs. Set: (5 min) Students will be given a fill-in-the-blank proof that we have completed in class before to work on. This will activate prior knowledge about proofs as well as properties of parallel lines. I will walk around while students are completing the proofs in groups to ensure understanding and check for accuracy. Instruction: (Remainder of the first class period: 43 min) Students will be split into six expert groups. Each group will be given one of the three proofs to work on together. They will come up with a strategy together first. Then, they will be able to research online how to prove their specific problem. Each group will have a computer or iPod that they can use for researching. Each group will be required to use one website, one online video, and one Khan Academy video as a resource. Their resources must be recorded. Each member of the group will be responsible for understanding the strategy, steps, and reasoning behind their groups proof. Time will be taken to ensure each member understands. While the groups are researching, I will be circulating asking guiding questions to direct the proofs, answering questions, and checking for correctness and understanding. (Entire second class period: 48 min) After each group has mastered their proof, the groups will be restructured into six learning groups. Each group will have all three proofs represented and the expert will be responsible for teaching the rest of their group how to construct their proof. After the learning group class meeting, students will summarize the strategy for the two proofs they were not the expert on on Edmodo for homework. This will provide multiple wordings and strategies for all of the students to read. Closure: (Third and final class period: 48 min) To complete this lesson, students will create all three proofs from scratch using a tool of their choice. They can make a poster, make a PowerPoint or Word document, use an online presentation tool, or present their proof to the class. Cross-curriculum Connections: The lesson used many problem-solving strategies that they can use in other classes. Also, many different mathematical tools are used in proofs that they can apply to future math classes. Differentiated Instruction: The structure of this lesson allows me to give individual instruction to students as they work in their groups and plan for their closure product. I can check throughout the lesson for understanding of proofs by walking around during both group times. Those with complete understanding can be challenged through guided questions and multiple strategies. Those who need reinforcement can be retaught if necessary and be questioned about their proofs. ELL Modifications: ELL students can choose to use a resource in their native language.

Lipscomb College of Education, Fall 2013

SPED Modifications: SPED students can be paired up with another expert for the learning groups in order to ensure complete understanding and accurate teaching. I will also refocus SPED students throughout the group work if they get off task. Assignment: The homework assignment after the learning segment will be for students to summarize the strategies for the proofs they were not an expert on on Edmodo and to read the posts of their classmates. The closure assignment will be for students to make a product with the three proofs from this lesson to show their understanding.

Lipscomb College of Education, Fall 2013